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LCC Nursing Preceptor Program
What to expect

WHAT YOU CAN EXPECT OF THE STUDENT:

• The student will meet with you briefly during the second week of March for introductions and to set their preceptor schedule based on your work schedule. Students are assigned a writing assignment to describe their learning needs and goals, which is to be shared with their preceptor.
• Once Spring Term begins the student will need to become oriented to the agency and unit depending upon past clinical experiences. Orientation activities will be the focus of the first few preceptor shifts.
• The student is expected to earn your confidence and gain in independence as the first weeks progress by precisely following your instruction as to when their interventions can be independent and when you want to observe. Basic care should become independent early, more complex interventions will require more/longer observation.
• The student is responsible for establishing their own goals, showing progression to meet learning needs, and the course objectives. Preceptors and faculty will monitor these and advise the student prn.
• The student will come to this quarter with instruction of all major med-surg nursing treatments, but limited practice. It is not the preceptor's responsibility to teach basic concepts, only to re-enforce this prior learning.
• The student is responsible to "fill" learning gaps, the preceptor is not.
• The student will complete self-evaluations at the end of each block of shifts, and is to share these with the preceptor at the start of the next group of days. Additionally, the student will complete a midterm and final self-evaluation.
• The student is expected to independently complete three quarters of the usual RN daily assignment by the end of the preceptorship.

WHAT IS EXPECTED OF YOU AS THE PRECEPTOR:

• Facilitate the student's orientation to the unit. Direct student to learning resources.
• Provide guidance over the progression of activities and goals the student identifies.
• Directly supervise selected nursing skills until predictable outcomes can be anticipated. You will find it difficult to evaluate that which you do not observe, at least in part, orginally and/or occasionally.
• Guide the student through more complex nursing situations or decisions by role modeling and /or telling the student your decision-making process. "Thinking aloud" is the #1 teaching tool you can use.
• Ask the student questions about what they are doing and why (#2 teaching tool).
• Be able to "let go" of a growing number of responsibilities and tasks, and let the student take them on.
• Consult with faculty regarding student's clinical progress. Notify instructor of errors or incidents of concern.
• Write summary notes of each block of preceptor shifts on the provided evaluation cards. Identify examples (not an inventory) of student behaviors in each area. The cards are 5x7 - not much writing possible
• Write a half-page midterm summary of student progression. Assist/validate student goals at midterm.

WHAT IS NOT EXPECTED OF YOU AS THE PRECEPTOR:

• You are not expected to "know all, be all". It is of great importance for the student to observe that there is always information that needs to be looked up. Your greatest help to the student is asking questions, not answering them.
• It is not expected that preceptoring becomes your primary focus. Ensuring and providing quality patient care will always remain your primary focus. In more critical times, the student may have to become an observer as you intercede to ensure patient safety.

WHAT YOU CAN EXPECT OF PRECEPTOR FACULTY:

• In comparison with Co-op Ed experiences (alias: SFE) faculty supervision of Preceptor is much closer. Please see the Difference between Preceptor and Coop Ed in the FAQ section of this website.
• One instructor will be assigned to you and your student. She will visit the clinical area to meet with you daily for awhile (minimum the first five preceptor shifts) to assist you to begin this preceptorship and to help advise on student progression. Once all parties are more comfortable with the relationship, the faculty visits may lessen to every other preceptor day.
• This faculty member is always on call by pager, every preceptor shift.
• Faculty visit usually takes no more than 10-15 minutes, non-peak activity times are attempted. Discussion includes student progression, any areas of concern, suggestions for student activities, etc. The purpose of the faculty visit is to assist the preceptor. She can be helpful in assisting you in the writing of evaluations, and in developing strategies to enhance student learning. Faculty do not routinely meet with the student in the clinical area unless that is a need identified by you.
• Faculty complete the final summary paperwork at the end of the quarter, and award a final grade (clinical is Pass/NoPass) with your input.